Students enrolled in the 'Distance' mode will undertake this course fully online. Students enrolled in the 'Attending' mode will undertake an experiential learning component.
Students undertaking this unit will examine theories and develop skills in the practical
application of simulation to replicate and teach aspects of health care practice.
Simulation will be explored in relation to the type of knowledge, skills, attitudes or
behaviours that can be taught with a particular emphasis on the method of feedback
used by the health care teacher. A broad range of teaching and learning situations will
be critiqued for their application to the simulation environment.
|Unit name||Simulation in Health Teaching|
|College/School||College of Health and Medicine
School of Nursing
|Coordinator||Ms Vicki Ibbotson|
|Delivered By||University of Tasmania|
|Location||Study period||Attendance options||Available to|
- International students
- Domestic students
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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.
|Study Period||Start date||Census date||WW date||End date|
* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).
Unit census dates currently displaying for 2022 are indicative and subject to change. Finalised census dates for 2022 will be available from the 1st October 2021. Note census date cutoff is 11.59pm AEST (AEDT during October to March).
- Identify the instructional methods and terminology used in simulation based education.
- Analyse a major topic in simulation based education and discuss the complexities in healthcare simulation.
- Demonstrate the ability to develop a teaching plan by applying educational theory and best practice for scenario design.
- Develop and practice a purposeful, structured debrief that promotes discussion and feedback. critically evaluate own ability to provide effective debriefing.
|Field of Education||Commencing Student Contribution 1||Grandfathered Student Contribution 1||Approved Pathway Course Student Contribution 2||Domestic Full Fee|
1 Please refer to more information on student contribution amounts.
2 Please refer to more information on eligibility and Approved Pathway courses.
3 Please refer to more information on eligibility for HECS-HELP.
4 Please refer to more information on eligibility for FEE-HELP.
Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.
|Assessment||Essay (40%)|Group Project: Simulation Plan & Reflective Essay (60%)|
|Timetable||View the lecture timetable | View the full unit timetable|
Palaganas, J, Maxworthy, J, Epps, C & Mancini, M (Eds.) (2015) Defining Excellence in Simulation Programs. Society for Simulation in Healthcare. Walters Kluwer. Philadelphia.
Richard H Riley (Ed.) (2015) Manual of Simulation in Healthcare, 2nd Ed. Oxford. New York
|Links||Booktopia textbook finder|
The University reserves the right to amend or remove courses and unit availabilities, as appropriate.